PBIS-NH Targeted Team Training: New Thinking, Review and Practice. Presented by Eric Mann & Howard Muscott October 24, 2008. Targeted Team Training: Agenda. New thinking and Review of recommended system and practice features at the targeted level, including:

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PBIS-NH Targeted Team Training: New Thinking, Review and Practice

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Function of Behavior: What is gained or avoided as a result of the behavior (i.e. what motivates the behavior and makes it likely the behavior will repeat given similar context)

FBA: A process to identify the reliable predictors of behavior resulting in a hypotheses of the ‘function’ of behavior

Function-based BSP: A strategic support plan that incorporates teaching, identified ‘function’ and strengths to create increased likelihood that student will engage in more frequent socially and academically appropriate behavior

Behavior Pathway

A practical goal of an FBA is to develop a reliable behavior pathway for problem behavior routines

Testable Hypothesis:

Simple Behavior Pathway

Maintaining

Consequence

Triggering

Antecedents

Problem

Behavior

Setting

Events

Function?

FBA to Behavior Support Plan

Once a reliable pathway is determined, a function-based plan is developed by influencing the components along the pathway and by assuring that function can be efficiently met through positive rather than problem behavior

Cohort 3-5 Behavior Support Plans: Common Problems

Jill skips classes, is disrespectful to teachers, and “flips out” to access more time with/attention from friends.

Trying to address multiple problem behaviors and multiple functions

Cohort 3-5 Behavior Support Plans: Common Problems

Not matching replacement behavior with function

Problem behavior and stated function: Jane moves from her seat, speaks out, taps, and/or talks with peers or adults in order to get interactions with others and to be able to move after long periods of sitting.

Replacement behavior: Jane will display a break sign to take a one minute walk to the bubbler or to quietly change seats.

Cohort 3-5 Behavior Support Plans: Common Problems

Inadvertently reinforcing problem behavior

When Jill is disrespectful in class, she should be sent to her guidance counselor, Ms. Jones, during class time to discuss her inappropriate behavior.

Not selecting punishment strategies that will reduce the likelihood that problem behavior will reoccur

When Jane skips classes she will receive detention.

Cohort 3-5 Behavior Support Plans: Common Problems

Not incorporating strengths in reinforcement strategies

Not including target/outcome behaviors (quantifiable criteria for success)

Bill and his parents will meet with his teachers after 4 weeks to review his progress as reflected by his contract cards.

Submitting data collection forms that do not meet criteria for a plan

FBA/BSP Evaluation Tool Activity

Who: Targeted Teams

What: Using one of the example BSPs, evaluate the BSP with the FBA/BSP Evaluation Tool

Timeframe: 40 Minutes

Report Out: Group Share

Example Improved Activity

Who: Individuals and Team

What: Individuals read through improved example and discuss as team

Timeframe: 30 minutes

Report Out: Group Share

2. Data-Based

Decision Making

DATA

SYSTEMS

Secondary Prevention

Targeted Approaches

A Function-Based

Perspective

Muscott & Mann (2007)

PRACTICES

Identifying Broad Outcomes By Asking Key Questions

What do you want to achieve in terms of creating a secondary system of supports?

How will we measure the overall effectiveness of the secondary system?

“Working Smarter”

Targeted Group Interventions

“Working Smarter” Targeted Group Interventions

(Some interventions such as Service Learning may be available to all students as a universal intervention)

Benchmarking the Targeted System

Team is established and functioning

Have identified decision rules about non-responders

Have identified decision rules about what needs to have been tried prior to referral have been identified

Referral process/protocol is completed

Referral form is completed

Team has begun accepting referrals

Team has begun providing supports/plans

Decision to use/ Developed / Implemented TCCE made

Decision to use/ Developed / Implemented TGI made

Benchmarking the Targeted System

Team has begun providing supports/ developing plans

Decision whether to use Social Contracting as a first support for early non-responders to SW system

Decision to implement one or more targeted group interventions (TGI) has been made (what TGI addressing what ‘function’?) : ________________________________________________________________________________________________________

Staff have provided input for procedures and forms and have received any necessary training to understand purpose of team

Families have provided any relevant input and received information to understand purpose of team

PBIS NH Big IdeaData-based Decision-Making

Sustainability requires that we use a data-based decision-making model to achieve the outcomes we desire and evaluate whether we have achieved those results.

Where do we want to be?

How do we know when we’ve gotten there?

Activity: Targeted Team Status Report

Who: Team

What: Complete the Targeted Team Benchmarks sheet

Provide a copy to us

Timeframe: 15 minutes

Report Out: None

PBIS NH Big IdeaData-based Decision-Making

Sustainability requires that we use a data-based decision-making model to achieve the outcomes we desire and evaluate whether we have achieved those results.

Where do we want to be?

How do we know when we’ve gotten there?

Annual Action Plan Activity

Who: Targeted Teams

What: Using Data-based decision making, identify outcomes re: Targeted Systems and Practices for this school year (where do want to be by 6/1/09).

Be specific and realistic

Outcomes should feel satisfying without being overwhelming

“If we do this, we will have made solid progress”

Timeframe: 30 Minutes

Report Out: None

Differentiated Team Time Based on Your Action Plan (CEBIS Coaching Support Available)